Transitional Kindergarten Curriculum .Transitional Kindergarten Curriculum Guide ... places, and

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  • Transitional Kindergarten Curriculum Guide

    Capistrano Unified School District

    Dr. Keeler (



    Big Idea: Ready for School


    Strand: Social and Emotional Health

    Sub Strand: 1.0 Self-Awareness

    1.1 Describe comparison characteristics of themselves with others including physical, personality, and cultural. Recognize differences and diversity.

    1.2 Describe the characteristics of families. 1.3 Understand relational self-behaviors such as the use of Please, Thank You,

    Excuse me, and Im sorry.

    Guiding Question

    What do I do at school?

    Knowledge Focus

    Children will learn the expectations, routines, and behaviors of school.






    Weekly Big Ideas

    My school

    Making friends

    Learning together

    Getting along

    Big Idea Weekly Projects

    Listening to names

    Ball toss game say name


    Habits of Mind/Social/Emotional Focus

    Children will explore friendship and how to work together, share, and play with their classmates (Cooperation)

  • Transitional Kindergarten Curriculum Guide

    Capistrano Unified School District

    Dr. Keeler (


    Sub Strand: 2.0 Self-Regulating Behaviors

    2.1 Display impulse control when expressing personal needs and wants appropriately with adult guidance.

    2.2 Expresses emotions in an appropriate way with adult guidance.

    Sub Strand: 3.0 Social and Emotional Awareness

    3.1 Visual pictures. 3.2 Begin to understand how emotions contribute to individual differences and actions.

    Strand: Relationships

    Sub Strand: 1.0 Attachment to Parents

    1.1 Seek support from parents on a regular basis and values these relationships. 1.2 Cooperate with direction given by parents and respects their role as primary family


    1.3 Is able to detach from family caregivers during the day.

    Sub Strand: 2.0 Attachments to Adults

    2.1 Attach to teacher figures at school and engages in meaningful relationships

    with them. 2.2 Is able to approach teacher figures and express needs and concerns.

    English-Language Arts

    Strand: Listening and Speaking

    Sub Strand: 1.0 Comprehension of Language

    1.1 Use language as a tool for communication through collective conversations with adults and peers in small and large group contexts.

    1.2 Through language activities engage in predicting, problem solving, and seeking new information.

    1.3 Discuss rules including listening and taking turns. 1.4 Discuss various topics through conversation. 1.5 Respond to questions regarding text and information. 1.6 Respond to one and two-step oral commands. 1.7 Is able to ask questions or receive help. 1.8 Speak clearly to be understood by others. 1.9 Use language to describe events, places, and familiar people with support and


    1.10 Use drawings and art to communicate. 1.11 Is able to distinguish between fiction and non-fiction examples.

  • Transitional Kindergarten Curriculum Guide

    Capistrano Unified School District

    Dr. Keeler (


    Strand: Listening and Speaking

    Sub Strand: 2.0 Vocabulary Acquisition and Use

    2.1 Uses acceptable words to describe objects, actions, and attributes based on multiple experiences.

    2.2 Assimilate new words and their meaning accurately in everyday life through literature and conversation.

    2.3 Understand simple and complex words.

    2.4 Attach meaning to new words and real life connections.


    Strand: Number Sense

    Sub Strand: 1.0 Counting

    1.1 Understand number names and counting sequence of objects. 1.2 Can count twenty objects and to 100 by tens. 1.3 Writes numbers 1-10 and represents 20 objects. 1.4 Can associate the name, identification, and number of objects up to 20. 1.5 Can recite the total number of objects to 20 in a variety of arrangements. 1.6 Understand larger numbers from small numbers.

    Visual and Performing Arts

    Strand: Visual Arts

    Sub Strand: 1.0 Artistic Perception

    1.1 Recognize art elements such as texture, line, and patterns. 1.2 Can describe color, shape and form in materials. 1.3 Engage in art activities and completes projects. 1.4 Discuss artwork using art vocabulary. 1.5 Can describe their art and what they see. 1.6 Articulate their enjoyment in art and art preferences. 1.7 Choose artwork for display and describe its meaning.

    Strand: Music

    Sub Strand: 1.0 Analyze and Describe Music

    1.1 Use symbols to represent a beat 1.2 Reflect on a variety of music and its types for various purposes. 1.3 Identify patterns in music, high/low, fast/slow, and loud/soft. 1.4 Identify music like sounds from various instruments. 1.5 Explore music sounds from various cultures. 1.6 Use body movement to reflect beat and tempo.

  • Transitional Kindergarten Curriculum Guide

    Capistrano Unified School District

    Dr. Keeler (


    Physical Development

    Strand: Perceptual Motor Skills

    Sub Strand: 1.0 Body Awareness

    1.1 Identify and describe parts of the body: the head, shoulders, neck, back, chest, waist, hips, arms, elbows, wrists, hands, fingers, legs, knees, ankles, feet, and toes.

    Sub Strand: 2.0 Spatial Awareness

    2.1 Use own body, general space, and other peoples space when locating or relating to other people or objects in space.

    Strand: Fundamental Movement Skills

    Sub Strand: 3.0 Manipulative Skills

    3.1 Show gross motor manipulative skills using arms, hands and feet with increased

    coordination, such as rolling a ball underhand, tossing underhand, bouncing, catching,

    striking, throwing overhand, and kicking.

    3.2 Show increasing fine motor manipulative skills using hands and arms such as in-hand manipulation, writing, cutting, and dressing.

    Health Education

    Strand: Health Habits

    Sub Strand: 1.0 Basic Hygiene

    1.1 Identify effective dental and personal hygiene practices. 1.2 Define germs. 1.3 Explain why the transmission of germs may be harmful to health. 1.4 Begin to independently practice health habits that prevent infectious disease and

    infestations (such as lice) when appropriate, with less adult support, instruction, and


    1.5 Demonstrate ways to prevent the transmission of germs (e.g., washing hands, using tissues).

    Strand: Safety

    Sub Strand: 1.0 Injury Prevention

    1.1 Identify safety rules for the home, the school, and the community. 1.2 Follow rules for safe play and safety routines. 1.3 Identify emergency situations. 1.4 Identify trusted adults who can help in emergency situations. 1.5 Demonstrate how to ask a trusted adult for help or call 9-1-1. 1.6 Identify situations when it is necessary to seek adult help or call 9-1-1. 1.7 Explain ways to stay safe when riding in a bus or other vehicle. 1.8 Identify ways to stay safe when crossing streets, riding a bicycle, or playing.

  • Transitional Kindergarten Curriculum Guide

    Capistrano Unified School District

    Dr. Keeler (


    History-Social Science

    Strand: Self and Society

    Sub Strand: 2.0 Relationships

    2.1 Understand the mutual responsibilities of relationships; take initiative in developing relationships that are mutual, cooperative, and exclusive.

    2.2 Follow rules, such as sharing and taking turns, and know the consequences of breaking them.

    Strand: Sense of Time (History)

    Sub Strand: 1.0 Understanding Past Events

    1.1 Show improving ability to relate past events to other past events and current experiences, although adult assistance continues to be important.

    1.2 Put events in temporal order using a calendar, placing days, weeks, and months in proper order.

    Strand: Good Citizenship

    Sub Strand: 2.0 Fairness and Respect for Other People

    2.1 Show attentiveness to others feelings, more likely to provide assistance, and try to coordinate personal desires with those of other children in mutually satisfactory ways.

    2.2 Actively support rules that protect fairness to others.

    Sub Strand: 3.0 Conflict Resolution

    3.1 More capable of negotiating, compromising, and finding cooperative means of resolving conflict with peers or adults, although verbal aggression may also result.


    Strand: Science Inquiry

    Sub Strand: 1.0 Observation and Investigation

    1.1 Demonstrate curiosity and an increased ability to raise questions about objects and events in their environment.

    1.2 Observe common objects by using the five senses. 1.3 Describe the properties of common objects. 1.4 Describe the relative position of objects by using one reference (e.g., above or


    1.5 Identify and use a greater variety of observation and measurement tools. May spontaneously use an appropriate tool, though may still need adult support.

    1.6 Compare and contrast objects and events and describe similarities and differences in greater detail.

    1.7 Demonstrate an increased ability to make predictions and check them (e.g., may make

  • Transitional Kindergarten Curriculum Guide

    Capistrano Unified School District

    Dr. Keeler (